Special educational institutions are designed for training with various developmental disabilities. There are eight types of such schools in total. For the education of deaf children, correctional institutions of the 1st type have been created. Special schools of the 2nd type are designed to teach hearing-impaired children with partial hearing loss and varying degrees of speech underdevelopment. Correctional schools of the 3rd and 4th types are organized for training, education, correction of developmental disabilities with disabilities. Such educational institutions accept blind and visually impaired children, children with amblyopia, strabismus, with complex combinations of visual impairments, suffering from eye diseases leading to blindness.

Correctional schools of the 5th type are intended for those with severe speech pathologies, children with severe general underdevelopment of speech, with stuttering. Special educational institutions of the 6th type were created for the education and upbringing of children with any developmental disorders of the musculoskeletal system, with cerebral palsy, deformities of the musculoskeletal system. Special schools of the 7th type are designed for the education and upbringing of children with mental retardation. With preserved opportunities for intellectual development, such children have attention, memory, increased exhaustion, insufficient pace of mental processes, emotional instability, and unformed voluntary regulation of activity. Correctional educational institutions of the 8th type were created for the education and upbringing of children with mental retardation.

Correctional schools of the 8th type

The purpose of creating special educational institutions of the 8th type is the correction of deviations in development, as well as socio-psychological for further integration into society. In such schools, classes are created for children with severe mental retardation, the occupancy of such classes should not exceed 8. Pupils of schools of the 8th type have irreversible developmental disorders and will never be able to catch up with their peers, therefore, to a greater extent, these educational institutions are aimed at developing their life competence for adaptation in society, which makes it possible to avoid social catastrophes. In a small one, they are given academic knowledge that is directed to maintaining socialization. Children with intellectual disabilities study according to a special program up to the 9th grade. Those of them who can master a working profession are engaged, in the future, in low-skilled labor.

Tip 2: How to determine if a child is in a good class

There is no precise definition of "good class". For some, this is a specialized class with in-depth study of subjects, for others - an individual approach to the child, and for others - strict discipline. Determining the criteria for a good class should be based on your preferences. Although a friendly atmosphere, psychological comfort and gaining deep knowledge are essential features of a good class.

First of all, a good one should be focused on the learning process. At the same time, it is important that children receive deep and solid knowledge in a comfortable environment. To find out if a child is in a good class, you can turn to public opinion. To do this, you should find out the technical equipment, the teaching staff, the performance of the students of the class as a whole, as well as their participation and victories in various olympiads. At the same time, it must be remembered that the regalia of teachers does not always indicate their human qualities, and the victories at the Olympiads of individual students indicate the high educational level of the entire class.

Be sure to ask about the opinion of the students and their parents. After talking with a large number of people, you can learn about the pros and cons in the organization of the educational process, the advantages and disadvantages of teachers.

In many ways, the atmosphere and atmosphere in the classroom depend on the teacher. Therefore, it is necessary to get acquainted with the teachers and the class teacher personally. It is very important what style of education is preached in the family (strict or democratic). A teacher with a similar approach to educational work will make the child feel more comfortable.

It is worth visiting the classroom during the school break and seeing what the children are doing. Perhaps self-government is welcomed in the class, or patronage of high school students over younger students is accepted. All this disciplines and positively affects the child.

The design of the class, the presence of stands, visual aids, and wall newspapers can tell a lot. The cohesion of students is evidenced by class traditions, holding joint events (hiking, honoring birthdays, etc.).

Various educational programs are now being implemented in schools. You should find out which one is taught in the class, where. This can be a developmental training of the Zankov system, the Rostock program, or a regular traditional program. The child should be taught according to the system preferred by the parents.

Tip 3: What speech problems can be avoided before the child enters school

Alas, most parents notice that their child does not pronounce any sounds, only when he is enrolled in first grade. And then the drill begins, daily exercises both with the doctor and at home, if only to have time to “pull up” the child before September.

Firstly, this is a burden on children - in 3 months to master what they had to learn for 5-6 years.

And secondly, such problems could have been avoided if the parents came with the child to a speech therapist at least once a year. Because only a specialist in time will see violations in the development of speech in a baby. This may be dyslalia - a violation of the pronunciation of individual sounds. Phonetic-phonemic disorders - when a child not only pronounces, but also perceives incorrectly the sounds of his native language. And, finally, the general underdevelopment of speech, when pronunciation, perception, grammar, poor vocabulary and coherent speech are violated.

What should a child know?

At 3 years old, the baby has every right to distort sounds, build sentences incorrectly. The main thing is that he understands the speech addressed to him and knows how to convey his thoughts to others. If the child is able to fulfill your simple requests, and you understand him, despite the porridge in your mouth, everything is in order. The help of a specialist is needed by three-year-old silent people and those kids who are not clear about your simplest requirements. At 4 years old, the child should already speak in such a way that not only parents, but also strangers understand him. By the way, for moms and dads, this is a kind of criterion for the “correctness” of the development of their son or daughter. Parents get used to the incorrect speech of their children, and the mother, of course, will be able to "translate" the children's language into an adult. But if a kindergarten teacher or a neighbor asks your child several times, he may need to work with a speech therapist.

At 5 years old, a child may still not pronounce the sound "r". And at the age of 6, before school, the correct pronunciation and use of cases, the ability to speak coherently and competently, is considered the norm.

Very often, children who speak poorly for their age also eat poorly. As a rule, it is a whole problem for them to eat an apple or a carrot, not to mention meat. This is caused by weakness of the jaw muscles, and it, in turn, delays the development of movements of the articulatory apparatus. Therefore, be sure to force your child to chew crackers and whole vegetables and fruits, bread with crusts and lumpy meat.

To develop the muscles of the cheeks and tongue, show your child how to rinse his mouth. You need to teach to inflate your cheeks and hold the air, "roll" it from one cheek to another.

What does it mean to develop fine motor skills. This means that the baby should work with his naughty fingers as much as possible. No matter how tedious it may seem to you, let the baby do up the buttons, lace up the shoes, roll up the sleeves. Moreover, it is better for a child to start training not on his own clothes, but first to “help” dress the dolls and even parents. As children's fingers become more agile, his language will become more understandable not only to his mother. At a toddler age, it is very useful to sculpt. Just do not leave the baby alone with plasticine in order to stop his desire to taste the molded ball in time. Many mothers do not trust their child with scissors. But if you stick your fingers into the rings of scissors along with the children's and cut out some figures, you get an excellent workout for the hand.

Finger games for children

Assistant

The dishes are washed by our assistant

(rubbing their palms together - "washing the dishes."

Washes a fork, a cup, a spoon.

I washed the saucer and glass,

(unbend fingers from the cam, starting with the little finger).

And closed the faucet.

(perform imitating movement).

Bread

Flour was kneaded into dough

(squeeze and unclench fingers).

And from the test we blinded:

(clap hands, “sculpt”).

pies and buns,

sweet cheesecakes,

Buns and rolls -

We bake everything in the oven.

(alternately unbend the fingers, starting with the little finger. Both palms turn up).

Delicious!

The Police College was established within the structure of the Main Department of Internal Affairs of the city of Moscow on the basis of the Decree of the Government of Moscow dated June 30, 1992 No. 446 “On the Police College”.

By order of the Department of Education of the city of Moscow dated July 3, 2014, the state budgetary educational institution of secondary vocational education in the city of Moscow "Police College" reorganized in the form of accession to it by the State Budgetary Educational Institution of the City of Moscow Cadet Boarding School No. 8 "Moscow Cadet Corps of Justice" located at the address: Moscow, st. Marshal Tukhachevsky, 46 and renamed State budgetary professional educational institution of the city of Moscow "Police College"(abbreviated name - GBPOU Police College).

Acceptance conditions:

To the cadet boarding school No. 8 (cadet corps) boys who are fit for health reasons for enhanced physical training are accepted. Documents are accepted only from legal representatives (parents and guardians) upon presentation of a passport.

General provisions of the rules for admission to the "Cadet Corps of the Police"

1.3. In the Cadet Corps, the College is accepted for full-time education for training citizens in educational programs of basic general and secondary general education with specialized training - minor male citizens of the Russian Federation (young men) permanently residing in the city of Moscow, fit for health reasons (basic medical group of health, without restrictions on physical and drill training, participation in competitions, field training, etc.), who expressed a desire to study in the Cadet Corps, taking into account the profile of the educational program.

1.4. Admission to the Cadet Corps of the Police College is carried out on the basis of a personal application of parents (legal representatives), information on the results of independent monitoring of the quality of knowledge on:

• Russian language,
• mathematics,
• foreign language,
• offset for the implementation of standards for physical culture,
• student portfolio
• results of psychological testing.

1.6. The conditions of admission guarantee the observance of the rights of citizens, education and enrollment of citizens who are the most capable and prepared to master the programs of basic general and secondary general education, unless otherwise established by the legislation of the Russian Federation.

1.9. The number of places financed by budget appropriations is approved by order of the Department of Education of the City of Moscow for each academic year.

1.10. The number of citizens accepted for training in the Cadet Corps is determined taking into account sanitary standards and the availability of conditions necessary for the implementation of the educational process of the Cadet Corps and within the recruitment plan.

The college accepts for training in the Cadet Corps in grade 7 in full-day groups (from 8.00 to 19.00), in grades 8-11 - for round-the-clock mode of residence (from Monday to Friday) students, taking into account the advantages of applicants belonging exclusively to the category determined by 6 tbsp. 86 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation"

3. Acceptance of documents for training in the Cadet Corps of the College

3.2. Start date of acceptance of applicants' documents - 1st of February. Closing date for the acceptance of applicants' documents - 16.00 April 27 .

3.3. The original (original) of the student's personal card and the certificate of basic general education (if any) is submitted to the selection committee no later than August 25.

4. Organization of entrance examinations for applicants to the Cadet Corps of the Police College

4.1. For applicants to the Cadet Corps of the College for training in basic general education programs, the Moscow Center for the Quality of Education conducts independent monitoring of educational achievements in the following disciplines:

For admission to the Cadet Corps of the Police College in grades 7-9, it is necessary to pass entrance tests for:

• Russian language,
• mathematics,
• English language

All tests can be passed at the Center for Independent Diagnostics (a structural subdivision of the Moscow Center for the Quality of Education, which is the official operator of the Unified State Examination and the Unified State Examination in Moscow) (metro station Kantemirovskaya, Bekhtereva St., 19)

The minimum passing scores are set at a level of at least 40% separately in Russian, mathematics and a foreign language.

Those entering the Cadet Corps for training in secondary general education programs submit to the selection committee the results of GIA 9 (separately in the Russian language, mathematics, history, social studies).

Additionally, the College conducts acceptance of standards in physical culture and a psychological interview.

General medical requirements for candidates for admission

For admission to the Cadet Corps, it is necessary to issue a new medical card form 0/26-U at the children's city clinic of the Moscow Health Department at the place of residence of the child.

Medical documents submitted from other medical institutions are not considered by the selection committee.

A medical examination is carried out in accordance with the order of the Moscow City Health Committee dated October 16, 2002 No. 473 “on the norms and requirements for the state of health of children entering state educational institutions cadet schools (cadet boarding schools) of the city of Moscow” in the district clinic the child's place of residence.

8. The order of enrollment in the number of students of the College

8.1. Enrollment in the Cadet Corps of the College is based on the decision of the selection committee.

8.2. A person entering the Cadet Corps of the College is considered to be enrolled in the number of cadets of the Cadet Corps of the College upon successful completion of the entrance examinations after the enrollment order is issued.

8.3. Enrollment in the College of Cadets of the Cadet Corps as a continuation of education is carried out on the basis of a certificate of education without entrance examinations by decision of the admissions committee after the enrollment order is issued.

8.4. The enrollment order and lists of those enrolled in the Cadet Corps of the College are posted on the official website of the College and the information stand of the selection committee.

Applicants who have the preferential right to enroll in the Cadet Corps, as well as those admitted to study for round-the-clock residence (from Monday to Friday)

(Clause 6, Article 86 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”)

1. Orphans and children left without parental care.

2. Children of servicemen undergoing military service under a contract.

3. Children of state civil servants and civilian personnel of federal executive bodies in which military service is provided for by federal law.

4. Children of citizens who are dismissed from military service upon reaching the age limit for military service, for health reasons or in connection with organizational and staff measures and whose total duration of military service is twenty years or more.

5. Children of military personnel who died in the performance of military service duties or died as a result of injury (wounds, injuries, contusions) or diseases received by them in the performance of military service duties.

6. Children of Heroes of the Soviet Union, Heroes of the Russian Federation and full holders of the Order of Glory.

7. Children of employees of internal affairs bodies.

8. Children of citizens who are dismissed from service in the internal affairs bodies upon reaching the age limit for serving in the internal affairs bodies, for health reasons or in connection with organizational and staff activities and whose total duration of service is twenty years or more.

9. Children of employees of the internal affairs bodies who died or died as a result of injury or other damage to health received in connection with the performance of their official duties, or as a result of an illness acquired during the period of service in the internal affairs bodies.

10. Dependent children of the indicated persons (1-9).

11. Children of prosecutors who died or died as a result of injury or other damage to health received by them during their service in the prosecutor's office or after dismissal due to infliction of harm to health in connection with their official activities.

12. Other persons in cases established by federal laws.

Correspondence education Correspondence education allows you to combine the study of the chosen specialty with direct work experience, while improving in professional activities and receiving excellent theoretical and practical training from highly qualified college teachers.

If the parents themselves have understood or doctors and other specialists have established that the child has developmental features, you need to find a suitable educational institution as soon as possible. And the sooner you find the one that suits your child with his individual characteristics, the higher the chances of his rehabilitation, social adaptation, psychological correction and overcoming health-related difficulties.

Related materials:

Kindergarten plus elementary school

There are so-called elementary schools-kindergartens of a compensatory type, where kids with developmental disabilities are at first simply in the garden and socially adapt in the company of other kids, and then staying in the kindergarten smoothly moves on to primary school. Then, depending on how the child copes with the program, he goes to the 1st or immediately to the 2nd grade of a correctional school.

Features in development are too different

There are so many features in development and they are so dissimilar that "special children" sometimes do not fit into the "stencil" of a particular diagnosis. And the main problem of their education lies precisely in the fact that all the children are completely different and dissimilar, and each with their own oddities and health problems. And yet, experts have established the main developmental problems or diagnoses, which are indicated by such abbreviations:

cerebral palsy - cerebral palsy;

ZPR - mental retardation;

ZRR - delayed speech development;

MMD - minimal brain dysfunction;

ODA - musculoskeletal system;

ONR - general underdevelopment of speech;

RDA - early childhood autism;

ADHD - Attention Deficit Hyperactivity Disorder;

HIA - limited health opportunities.

As you can see, from all of the above, only cerebral palsy, MMD and problems with the musculoskeletal system are specific medical diagnoses. Otherwise, the names of children's features, oddities and problems are very, very conditional. What does "general underdevelopment of speech" mean? And how is it different from “speech delay”? And this is a "delay" relative to what - relative to what age and level of intelligence? As for “early infantile autism”, this diagnosis is made for children so dissimilar in behavioral manifestations that it seems that our domestic experts themselves do not agree on autism, since they have not yet studied this disease well enough. And today, almost every second restless child is given the “attention deficit hyperactivity disorder”! Therefore, before agreeing that this or that diagnosis will be attributed to your child, show it to not one, but at least a dozen specialists and get clear arguments and clear medical indications from them, according to which the child will be assigned a diagnosis. Such a diagnosis as blindness or deafness is obvious. But when a playful child, who gives caregivers and teachers more trouble than other children, is in a hurry to assign a “diagnosis”, just to get rid of him by transferring him to a kindergarten or school for “children with special needs”, then you can fight for your child . After all, a label pasted since childhood can thoroughly spoil a child's life.

Special (correctional) schoolsI, II, III, IV, V, VI, VIIAndVIIItypes. What kind of children do they teach?

In special (correctional) general educational schools of the 1st type Hearing-impaired, hearing-impaired and deaf children are taught. IN schools II type deaf children learn. Type III-IV schools Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular stuttering children. Type VI schools created for children with problems in physical and mental development. Sometimes such schools function at neurological and psychiatric hospitals. Their main contingent is children with various forms of cerebral palsy (ICP), spinal and craniocerebral injuries. Type VII schools for children with ADHD and mental retardation. Type VII schools dealing with dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of mastering reading, caused by a violation of higher mental functions. And, finally, in special (correctional) general educational schools of the VIII type educate mentally retarded children, the main goal of these educational institutions is to teach children to read, count and write and navigate in social conditions. At schools of the VIII type there are carpentry, locksmith, sewing or bookbinding workshops, where students within the walls of the school receive a profession that allows them to earn a living. The path to higher education is closed to them; after graduation, they receive only a certificate stating that they have attended the ten-year program.

Correctional school: strive for it or avoid it?

This difficult question is up to you. As we know, cerebral palsy also has such different and dissimilar forms - from deep mental retardation, in which doctors pass a verdict: "untrainable" - to completely intact intelligence. A child with cerebral palsy may suffer from a musculoskeletal system and at the same time have a completely bright and smart head!

Considering all the individual characteristics of the child, before choosing a school for him, consult a hundred times with doctors, speech pathologists, speech therapists, psychiatrists and parents of special children who have more experience due to the fact that their children are older.

For example, is it necessary for a child with severe stuttering to be in an environment like him? Will such an environment do him any good? Wouldn't it be better to follow the path of inclusive education, when children with diagnoses are immersed in an environment of healthy peers? Indeed, in one case, a correctional school can help, and in another ... harm. After all, each case is so individual! Remember the first shots of Tarkovsky's film "Mirror". "I can speak!" - the teenager says after a hypnosis session, forever freeing himself from a strong stutter that has oppressed him for many years. A brilliant director thus shows us: miracles happen in life. And the one whom teachers and doctors gave up on can sometimes surprise the world with an outstanding talent or at least become a socially adapted member of society. Not special, but an ordinary person.

Visit the school in person!

Doctors will be the first judge of your child's abilities. They will send him to the psychological-medical-pedagogical commission (PMPC). Consult with the members of the commission, which school in your district is best for your child, will allow him to reveal his abilities, correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they will help with advice? To get started, call the schools available in your district. Chat on the forums with parents of children who are already studying. Are they satisfied with the education and the attitude of the teachers? And it is better, of course, to personally get acquainted with the director of the school, teachers and, of course, with future classmates! You must know what environment your child will be in. You can go to the websites of schools, but there you will receive only a minimum of formal information: on the Internet you can depict a beautiful picture, but will it correspond to reality? A true picture of the school will give only her visit. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline, and most importantly, the reverent attitude of teachers towards special children. All this you will feel right at the entrance!

Home education - as an option

Doctors offer home-based education for some children. But again, this option is not suitable for everyone. Some psychologists are generally categorically against home education, because for children with special needs there is nothing worse than isolation from society. And home-based learning is isolation from peers. Whereas communication with them can have a beneficial effect on the mental and emotional development of the child. Even in ordinary schools, teachers talk about the great strength of the team!

Please note that there are several schools, for example, of the VIII type in each district, and there is even a choice, but not every district has schools for blind or deaf children. Well, you will have to travel far, drive or ... rent an apartment where there is a school your child needs. Many non-residents come to Moscow solely for the sake of educating and rehabilitating their special children, because in the provinces, by and large, there is simply no correctional education. So, it doesn’t matter to visitors in which district to rent housing, so first they find a school suitable for the child, and then they rent an apartment nearby. Maybe you should do the same for your own child?

According to the Constitution of the Russian Federation, everyone is equal

Know that according to the Constitution of the Russian Federation and the law on education, everyone has the right to education, regardless of the diagnosis. The state guarantees the general availability and free of charge of preschool, basic general and secondary vocational education (Articles 7 and 43 of the Constitution of the Russian Federation). The provisions of the Constitution of the Russian Federation are explained in the Federal Law of July 10, 1992 No. 3266-1 "On Education", in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is general accessibility of education , as well as adaptability of the education system to the levels and characteristics of the development and training of students .

So, in order to enroll a child in the first grade, you must submit an application for admission, a birth certificate, a medical card in the form 0-26 / U-2000, approved by order of the Ministry of Health of the Russian Federation dated 03.07.2000 No. 241, a certificate of registration child (form No. 9). Parents have the right not to report the diagnosis of the child when they are admitted to an educational institution (Article 8 Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) "On psychiatric care and guarantees of the rights of citizens in its provision" (with amended and supplemented, effective from 01/01/2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.

And if you think that the rights of your child are being infringed upon by attributing a false diagnosis to him (after all, objectionable people were hidden in psychiatric clinics at all times), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect the rights of your child.